Contents
Module 5 Special Dimensions ......................................................................................................5
Unit 5.2 Teaching Young Learners ............................................................................................5
Task Twenty-NIne......................................................................................................................5
Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching ...........6
English ......................................................................................................................................6
Task Thirty .................................................................................................................................6
Module 5 Special Dimensions ......................................................................................................8
Unit 5.2 Teaching Young Learners ............................................................................................8
Task Twenty-NIne......................................................................................................................8
Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching ...........9
English ......................................................................................................................................9
Task Thirty .................................................................................................................................9
Module 5 Special Dimensions ....................................................................................................10
Unit 5.2 Teaching Young Learners ..........................................................................................10
Task Twenty-NIne....................................................................................................................10
Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching .........11
English.....................................................................................................................................11
Task Thirty ...............................................................................................................................12
Module 5 Special Dimensions ....................................................................................................13
Unit 5.2 Teaching Young Learners ..........................................................................................13
Task Twenty-NIne....................................................................................................................13
Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching .........14
English ....................................................................................................................................14
Task Thirty ...............................................................................................................................14
Module 5 Special Dimensions ....................................................................................................15
Unit 5.2 Teaching Young Learners ..........................................................................................16
Task Twenty-NIne....................................................................................................................16
Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching .........17
English ....................................................................................................................................17
Task Thirty ...............................................................................................................................17
Module 5 Special Dimensions ....................................................................................................18
Unit 5.2 Teaching Young Learners ..........................................................................................18
Task Twenty-NIne....................................................................................................................18
Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching .........19
English ....................................................................................................................................19
Task Thirty ...............................................................................................................................19
Module 5 Special Dimensions ....................................................................................................21
Unit 5.2 Teaching Young Learners ..........................................................................................21
Task Twenty-NIne....................................................................................................................21
Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching .........22
English ....................................................................................................................................22
Task Thirty ...............................................................................................................................22
Module 5 Special Dimensions ....................................................................................................23
Unit 5.2 Teaching Young Learners ..........................................................................................23
Task Twenty-NIne....................................................................................................................23
Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching .........25
English ....................................................................................................................................25
Task Thirty ...............................................................................................................................25
Module 5 Special Dimensions ....................................................................................................26
Unit 5.2 Teaching Young Learners ..........................................................................................26
Task Twenty-NIne....................................................................................................................26
Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching .........27
English ....................................................................................................................................27

 Task Thirty ...............................................................................................................................27

Module 5 Special Dimensions ....................................................................................................29
Unit 5.2 Teaching Young Learners ..........................................................................................29
Task Twenty-NIne....................................................................................................................29
Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching .........30
English ....................................................................................................................................30
Task Thirty ...............................................................................................................................30
Module 5 Special Dimensions ....................................................................................................32
Unit 5.2 Teaching Young Learners ..........................................................................................32
Task Twenty-NIne....................................................................................................................32
Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching .........33
English ....................................................................................................................................33
Task Thirty ...............................................................................................................................33
Module 5 Special Dimensions ....................................................................................................34
Unit 5.2 Teaching Young Learners ..........................................................................................34
Task Twenty-NIne....................................................................................................................35
Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching .........36
English ....................................................................................................................................36
Task Thirty ...............................................................................................................................36

Students undertake school practice throughout the whole methodology course. There are three
phases to students’ school experience:
• Guided observation
• Teacher assistantship
• Observed teaching.

Guided observation takes place in Semesters 3 and 4. It gives students an opportunity to

observe experienced teachers at work and to make connections with their learning during the
first year of the methodology course. To help in this process they complete observation tasks.

During Teacher assistantship in semesters 5 to 7, students act as teacher assistants, planning

teaching, undertaking microteaching and generally supporting the English teachers. Modules in
these semesters also include observation tasks aimed at linking methodology classes to school
experience.

 24.09.2021
Module 5 Special Dimensions
Unit 5.2 Teaching Young Learners

Task Twenty-NIne

Task: Observe a lesson, focusing on classroom management, activities and materials the
teacher uses. Complete the grid below. Add comments where necessary.

Focus: Teaching young learners.

No Question Comments

No
Yes

To some
extent

1. Are the materials appropriate to the age + Correct material for

group? this age
2. Are the teacher’s instructions comprehensible + Good explanation ,
to the learners? everything in a clear
way
3. Does the teacher use L1 appropriately? + Sometimes too much
L1
4. Are contemporary approaches and methods + They are used at the
for teaching English to young learners used at beginning of the
the lesson? (TPR, games, drama, lesson
visualisation, songs, chants and rhymes,
storytelling)
5. Does the teacher use various modes of + Different modes of
interaction? (pair work, group work) interaction
6. Does the teacher provide effective feedback by + Many gestures and
using various error correction techniques feedback
(mouthing, gestures, recasting/echoing,
reformulation, using fingers, visual reminders,
recording, explicit correction)?
7. Are the learners actively engaged in the + Students liked all the
activities? activities

 8. Does the teacher cater for learners with + Different activities:

different learning styles? kinesthetic, visual and
auditory
9. Does the teacher use different attention getting + A lot of energy from
signals effectively? students, behavioral
rules for this
10. Does the teacher use visual and auditory aids? + song posters
11. Are the students engaged in hands-on + Not all of them
activities?
12. Is the lesson communicative in character? + Dialogues in pairs

Observation Summary

What have you learnt from this observation?

During my observation, I have noticed that young learners are too active.
It is important to combine stirring and settle activities to have a balance. It can sometimes be
difficult getting your young learners to stay focused for an entire class. However, we can use
that energy and curiosity to your full advantage. The students clearly need a change of pace
so give them one: keeping pace up within a classroom is very important to keep distractions
and behavioural problems to a minimum.Activity changes and employing a variety of activity
types keeps the students interested and curious about what’s going to happen next. Keeping
the pace up doesn’t have to involve a never-ending flow of energy from the teacher. Setting
time limits, 3-4 minutes is usually fine for most activities, helps stop the students from
becoming disengaged or bored with an activity.

Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching
English

Task Thirty

Task 1: Observe at least 3 lessons focusing on the use of learning technologies. Note down
your observations in the table.

Task focus: Use of learning technologies

Learning technology used (✓) Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
Video + visual support
Audio + For listening task
PowerPoint presentation + discussions
Interactive whiteboard - There is no such equipment
Mobile applications - not for their age
Web site - not for their age
Email - not appropriate for their age

 Text messages not appropriate for their age

Social networks + Search new information
Blogs - not appropriate for their age
Images + provide visual support
Other (specify below) + Song posters for better remembering
Posters

The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support
4. provoke speaking or writing
5. share learning experience
6. ask and answer questions
7. search for information
8. network
9. save time
10. access target culture

Task 2: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?
Younger learners are growing up with technology, and it is a natural and integrated part of
their lives. For these learners the use of technology is a way to bring the outside world into the
classroom. The purpose of the activity with learning technologies was clear.

2. Was there any preparatory activity? What kind? How necessary and effective was it?
During the lesson there were any preparatory activity.

3. Was there any follow-up? What kind? How necessary and effective was it?
There was a task to retell the story. A simple follow-up activity for any reading passage is
having your students retell the story.

4. How effective was the use of the learning technology in general? How did it support the
students’ learning?
The use of technology to support young was valuable.It is considerable and works on a
variety of levels to support both teaching and learning. Teacher used a motivational aspect
of ICT.Learners felt that here is something that they can do, and often as well as, if not
better than, their peers.

08.10.2021

 Module 5 Special Dimensions

Unit 5.2 Teaching Young Learners

Task Twenty-NIne

Task: Observe a lesson, focusing on classroom management, activities and materials the
teacher uses. Complete the grid below. Add comments where necessary.

Focus: Teaching young learners.

No Question Comments

No
Yes

To some
extent
1. Are the materials appropriate to the age + An appropriate
group? material for this age
group (games,songs)
2. Are the teacher’s instructions comprehensible + Sometimes there was
to the learners? a misunderstanding.
3. Does the teacher use L1 appropriately? + Only for better
understanding
4. Are contemporary approaches and methods + Engaging activities
for teaching English to young learners used at were used
the lesson? (TPR, games, drama,
visualisation, songs, chants and rhymes,
storytelling)
5. Does the teacher use various modes of + Usually pair work.
interaction? (pair work, group work)
6. Does the teacher provide effective feedback by + Short feedback at the
using various error correction techniques end
(mouthing, gestures, recasting/echoing,
reformulation, using fingers, visual reminders,
recording, explicit correction)?
7. Are the learners actively engaged in the + They were interesting
activities? in it
8. Does the teacher cater for learners with + Different aids and
different learning styles? approaches for
different styles
9. Does the teacher use different attention getting + gestures
signals effectively?
10. Does the teacher use visual and auditory aids? + song posters and
recordings
11. Are the students engaged in hands-on + Not all of them
activities?
12. Is the lesson communicative in character? + Short dialogues
during whole lesson

Observation Summary

 What have you learnt from this observation?

Now I know that if I work with a group of students, it is important that every child gets the
teacher’s individual attention as much as possible. That might be just a small talk or a little bit
of help while drawing or colouring.It is crucial to develop rapport with the students, talk about
their weekends, friends, family. They respond well to praising and it is important to encourage
and praise small efforts of every child.

Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching
English
Task Thirty

Task 1: Observe at least 3 lessons focusing on the use of learning technologies. Note down
your observations in the table.

Task focus: Use of learning technologies

Learning technology used (✓) Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
Video + New topic
Audio + For listening tasks
PowerPoint presentation + Vocabulary
Interactive whiteboard - No equipment
Mobile applications + For translation
Web site + search for new information
Email + Writing task
Text messages - No need
Social networks - No need
Blogs - No need
Images + visual aids

The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support
4. provoke speaking or writing
5. share learning experience

 6. ask and answer questions

7. search for information
8. network
9. save time
10. access target culture

Task 2: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?
Technology makes the learning process more fun and exciting. But it also helps to save time
and better understand the new topic and information.The teacher explained the purpose and
everything was clear.

2. Was there any preparatory activity? What kind? How necessary and effective was it?
Introduction and explanation of the rules and future activities. They were necessary for good
understanding , and effective because children were aware about what to do.

3. Was there any follow-up? What kind? How necessary and effective was it?
Repetition is key to your students' advancement. To solidify their understanding of new
topics, it can be helpful to devise memorable and interesting follow-up activities.There was a
warming-up.

4. How effective was the use of the learning technology in general? How did it support the
students’ learning?
Technology—when used appropriately—can be a tool for learning.It helped learners to
understand the material better.During the lessons the teacher used technologies in an
appropriate way

15.10.2021

Module 5 Special Dimensions

Unit 5.2 Teaching Young Learners

Task Twenty-NIne

Task: Observe a lesson, focusing on classroom management, activities and materials the
teacher uses. Complete the grid below. Add comments where necessary.

Focus: Teaching young learners.

No Question Comments
No
Yes

To some
extent

1. Are the materials appropriate to the age + According to the

group? needs

 2. Are the teacher’s instructions comprehensible + everything was clear

to the learners?
3. Does the teacher use L1 appropriately? + Only for explanations
4. Are contemporary approaches and methods + Only at the beginning
for teaching English to young learners used at of the lesson
the lesson? (TPR, games, drama,
visualisation, songs, chants and rhymes,
storytelling)
5. Does the teacher use various modes of + Individual, pair and
interaction? (pair work, group work) group work
6. Does the teacher provide effective feedback by + A lot of gestures and
using various error correction techniques explicit correction
(mouthing, gestures, recasting/echoing,
reformulation, using fingers, visual reminders,
recording, explicit correction)?
7. Are the learners actively engaged in the + They need less
activities? reading activities
8. Does the teacher cater for learners with + More for visual
different learning styles? learning style
9. Does the teacher use different attention getting + Gestures and silence
signals effectively?
10. Does the teacher use visual and auditory aids? + Posters and pictures
11. Are the students engaged in hands-on + Not all of them
activities?
12. Is the lesson communicative in character? + There was an
explanation and
communication

Observation Summary

What have you learnt from this observation?

From this observation I have learned that young learners naturally acquire oral language by
listening, imitating and repeating — they learn by doing. It is important to concentrate on
listening, enlarging vocabulary and speaking practice (starting with single words, then short
phrases and, finally, use “backward chaining” to help children to remember longer strings of
words). We should use songs and chants with the repetition of vocabulary and phrases and do
not burden children with reading and writing, they are still learning to write and read in their
own language.
They enjoy imitating and skilful in listening accurately and mimicking what they have heard, so
the teacher used a lot of chants, songs, stories etc.
Also, young learners learn best when they learn through games. We should let games be an
essential part of your teaching. Children like playing games, but they also like winning and
become really angry if they lose. It can be stressful and overwhelm them.
It is important to avoid abstract concepts and use real items (realia, puppets, toys, flashcards)
that children understand and relate to.

Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching
English

 Task Thirty

Task 1: Observe at least 3 lessons focusing on the use of learning technologies. Note down
your observations in the table.

Task focus: Use of learning technologies

Learning technology used (✓) Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
Video + provide visual support and entertain
Audio + provide auditory support
PowerPoint presentation + share learning experience
Interactive whiteboard + provoke speaking or writing
Mobile applications + network
Web site + provide auditory support
Email - not appropriate
Text messages - not appropriate
Social networks + access target culture
Blogs + save time
Images + provide visual support

The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support
4. provoke speaking or writing
5. share learning experience
6. ask and answer questions
7. search for information
8. network
9. save time
10. access target culture

Task 2: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?

 During the lesson the use of multimedia in presenting information is an important way of
supporting access for the learner. ICT gave them the means to add pictures, sound and
video, to use key visuals and graphic organizers.The use of word processing technology
opened up an infinite range of opportunities. The combination of spoken, written, visual
and picture support gave the learner the scope to engage in meaningful curriculum focused
activities at a linguistic level that is matched to their level of English language
development.

2. Was there any preparatory activity? What kind? How necessary and effective was it?
Short and clear instructions before activities. It heled to avoid misunderstanding.

3. Was there any follow-up? What kind? How necessary and effective was it?
There was a vocabulary refresh. After a vocabulary lesson, the teacher gave students a time
to review for better remembering

4. How effective was the use of the learning technology in general? How did it support the
students’ learning?
Use of the learning technology has many tangible benefits. The multimedia possibilities
allowed teacher to introduce content in diverse ways and thus appeal to the learning
styles

22.10.2021
Module 5 Special Dimensions
Unit 5.2 Teaching Young Learners

Task Twenty-NIne

Task: Observe a lesson, focusing on classroom management, activities and materials the
teacher uses. Complete the grid below. Add comments where necessary.

Focus: Teaching young learners.

No Question Comments
No
Yes

To some
extent

1. Are the materials appropriate to the age + appropriate to the age

group? group
2. Are the teacher’s instructions comprehensible - It was in a clear way
to the learners?
3. Does the teacher use L1 appropriately? + Only if students asked
4. Are contemporary approaches and methods + During the lesson the
for teaching English to young learners used at teacher used: games,
the lesson? (TPR, games, drama, drama, visualization
visualisation, songs, chants and rhymes, and songs
storytelling)

 5. Does the teacher use various modes of + She used various

interaction? (pair work, group work) modes of interaction
6. Does the teacher provide effective feedback by + The teacher fingers
using various error correction techniques and visual reminders
(mouthing, gestures, recasting/echoing,
reformulation, using fingers, visual reminders,
recording, explicit correction)?
7. Are the learners actively engaged in the + Not all of them
activities?
8. Does the teacher cater for learners with + More for visual and
different learning styles? auditory
9. Does the teacher use different attention getting + Posters with
signals effectively? behavioral rules
10. Does the teacher use visual and auditory aids? + posters at the walls
11. Are the students engaged in hands-on + Not all of them
activities?
12. Is the lesson communicative in character? + A lot of interaction

Observation Summary

What have you learnt from this observation?

I have learned that it is important for any young learner class to develop routines for the
benefit of the students. It will make the delivering of lessons easier and students will feel at
ease. Another one of the more complicated issues surrounding young learners is classroom
management and the promotion of positive behaviour. It is crucial for students to see that their
positive behaviour is recognised and rewarded.

Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching
English

Task Thirty

Task 1: Observe at least 3 lessons focusing on the use of learning technologies. Note down
your observations in the table.

Task focus: Use of learning technologies

Learning technology used (✓)
Video
Audio
PowerPoint presentation
Interactive whiteboard
Mobile applications
Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
+ provide visual support and entertain
+ provide auditory support and cope with listening task
+ ask and answer questions
-
-

 Web site + access target culture

Email -
Text messages -
Social networks + search for information
Blogs + share learning experience
Images + illustrate and provide visual support

The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support
4. provoke speaking or writing
5. share learning experience
6. ask and answer questions
7. search for information
8. network
9. save time
10. access target culture

Task 2: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?
During lessons and learning games, students get to work together to solve problems. In
collaborative activities, students can share their thoughts and ideas and support each other.

2. Was there any preparatory activity? What kind? How necessary and effective was it?
There were different preparatory activities, for example discussion before game.

3. Was there any follow-up? What kind? How necessary and effective was it?
There was a great activity because it worked with every topic. For an extended follow-up
activity students had to take part in a short skit along the same theme as a lesson they've
completed.
4. How effective was the use of the learning technology in general? How did it support the
students’ learning?
Teacher wanted to improve student performance, and technology helped her accomplish this
aim. Additionally, technology in the classroom made teachers’ jobs easier without adding extra
time to their day. Technology provided students with easy-to-access information, accelerated
learning, and fun opportunities to practice what they learn.

05.11.2021
Module 5 Special Dimensions

 Unit 5.2 Teaching Young Learners

Task Twenty-NIne

Task: Observe a lesson, focusing on classroom management, activities and materials the
teacher uses. Complete the grid below. Add comments where necessary.

Focus: Teaching young learners.

No Question Comments

No
Yes

1. Are the materials appropriate to the age
group?
2. Are the teacher’s instructions comprehensible
to the learners?
3. Does the teacher use L1 appropriately?
4. Are contemporary approaches and methods
for teaching English to young learners used at
the lesson? (TPR, games, drama,
visualisation, songs, chants and rhymes,
storytelling)
5. Does the teacher use various modes of
interaction? (pair work, group work)
6. Does the teacher provide effective feedback by
using various error correction techniques
(mouthing, gestures, recasting/echoing,
reformulation, using fingers, visual reminders,
recording, explicit correction)?
7. Are the learners actively engaged in the
activities?
8. Does the teacher cater for learners with
different learning styles?
9. Does the teacher use different attention getting
signals effectively?
10. Does the teacher use visual and auditory aids?
11. Are the students engaged in hands-on
activities?
12. Is the lesson communicative in character?
To some
extent
+ The teacher chose
appropriate one
+ Sometimes no
+ She used u L1
appropriately
+ TPR, games, drama
during the lesson
+ Usually individual
+ Many gestures and
feedback
+ They were engaged
and liked all the
activities
+ More about visual and
auditory
+ gestures
+ More pictures
+ Not all of them
+ A lot of discussions

Observation Summary

What have you learnt from this observation?

During my observation I have noticed that one tip for teachers is to include games in the
class. If we are teaching vocabulary-use games. If we are promoting speaking fluency, use

 games. Young learners respond positively to any competitive activity set in class and will
engage learners immediately. It is always best to train learners the games that we use in class
and there are some favourites among teachers. After all, teaching English to children should
be about building up speaking confidence and a solid foundation.

Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching
English

Task Thirty

Task 1: Observe at least 3 lessons focusing on the use of learning technologies. Note down
your observations in the table.

Task focus: Use of learning technologies

Learning technology used (✓) Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
Video + provide visual support and entertain
Audio + provide auditory support and cope with listening task
PowerPoint presentation -
Interactive whiteboard -
Mobile applications + illustrate
Web site + search for information and provoke speaking or writing
Email + share learning experience
Text messages -
Social networks + access target culture
Blogs -
Images + illustrate and provide visual support

The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support
4. provoke speaking or writing
5. share learning experience
6. ask and answer questions
7. search for information
8. network
9. save time

 10. access target culture

Task 2: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?
The purpose of using IT technologies was to improve students understanding of the new
topic and revise the previous one for better remembering.

2. Was there any preparatory activity? What kind? How necessary and effective was it?
There was a short explanation of the future task and students’ future actions. Also taking
workbook for checking took some time.
3. Was there any follow-up? What kind? How necessary and effective was it?
There was no follow-up.

4. How effective was the use of the learning technology in general? How did it support the
students’ learning?
Teacher leveraged technology to achieve new levels of productivity, implemented useful
digital tools to expand learning opportunities for students, and increased student support and
engagement.

12.11.2021

Module 5 Special Dimensions

Unit 5.2 Teaching Young Learners

Task Twenty-NIne

Task: Observe a lesson, focusing on classroom management, activities and materials the
teacher uses. Complete the grid below. Add comments where necessary.

Focus: Teaching young learners.

No Question Comments
No
Yes

To some
extent

1. Are the materials appropriate to the age + correct material for

group? this age
2. Are the teacher’s instructions comprehensible + good explanation
to the learners?
3. Does the teacher use L1 appropriately? + too much L1

 4. Are contemporary approaches and methods + More at the beginning

for teaching English to young learners used at of the lesson
the lesson? (TPR, games, drama,
visualisation, songs, chants and rhymes,
storytelling)
5. Does the teacher use various modes of + Different modes of
interaction? (pair work, group work) interaction
6. Does the teacher provide effective feedback by + A lot of feedback
using various error correction techniques
(mouthing, gestures, recasting/echoing,
reformulation, using fingers, visual reminders,
recording, explicit correction)?
7. Are the learners actively engaged in the + They liked all the
activities? activities
8. Does the teacher cater for learners with + kinesthetic, visual and
different learning styles? auditory
9. Does the teacher use different attention getting + Posters with
signals effectively? behavioral rules
10. Does the teacher use visual and auditory aids? + song posters
11. Are the students engaged in hands-on + Not all of them
activities?
12. Is the lesson communicative in character? + Dialogues in pairs

Observation Summary

What have you learnt from this observation?

During my observation I noticed that there are many other things we can do to ensure that
students succeed in class. There is no need to assign homework at this stage but be sure to
track individual and class progress so that students can visually see what they have learned
and how they are doing. Encourage students to try their best and create a constructive
learning environment where students do not need to worry about making mistakes. Create
activities and exercises that are entertaining.It is important to help students learn how to
interact with one another as well as how to speak English. Students will also feel more
comfortable if we stick to a regular schedule so if we decide to make changes, implement
them over a period of time rather than all at once.
We should review and avoid introducing too much new vocabulary at a time. Students may not
remember material from one day to the next so repetition is important. The more students are
exposed to certain material, the faster they will learn it..

Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching
English

Task Thirty

Task 1: Observe at least 3 lessons focusing on the use of learning technologies. Note down
your observations in the table.

Task focus: Use of learning technologies

 Learning technology used (✓) Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
Video -
Audio + provide auditory support
PowerPoint presentation + share learning experience
Interactive whiteboard + save time and provide visual support
Mobile applications -
Web site + network
Email -
Text messages -
Social networks + provide visual support
Blogs + provide auditory support
Images + illustrate and provide visual support

The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support
4. provoke speaking or writing
5. share learning experience
6. ask and answer questions
7. search for information
8. network
9. save time
10. access target culture

Task 2: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?
The teacher explained the aim: Technology increases knowledge retention rates. Using
technology in education increases student engagement and helps with knowledge retention.
2. Was there any preparatory activity? What kind? How necessary and effective was it?
The teacher explained the task and gave instructions.

3. Was there any follow-up? What kind? How necessary and effective was it?
Revising vocabulary. This activity served as extensions of the material already covered and
provided an opportunity for extra drilling and practice.

 4. How effective was the use of the learning technology in general? How did it support the
students’ learning?
It helped them to remember and understand the new information better and IT technologies
were useful, because they helped to save time and provided support during studying.

19.11.2021

Module 5 Special Dimensions

Unit 5.2 Teaching Young Learners

Task Twenty-NIne

Task: Observe a lesson, focusing on classroom management, activities and materials the
teacher uses. Complete the grid below. Add comments where necessary.

Focus: Teaching young learners.

No Question Comments

No
Yes

To some
extent

1. Are the materials appropriate to the age + Appropriate material

group? for this age
2. Are the teacher’s instructions comprehensible + good explanation of
to the learners? materials
3. Does the teacher use L1 appropriately? + only for translation
some unknown words
when children cannot
understand it through
the context
4. Are contemporary approaches and methods + No examples
for teaching English to young learners used at
the lesson? (TPR, games, drama,
visualisation, songs, chants and rhymes,
storytelling)
5. Does the teacher use various modes of + Different models of
interaction? (pair work, group work) interaction
6. Does the teacher provide effective feedback by + A lot of feedback
using various error correction techniques provided by teacher
(mouthing, gestures, recasting/echoing, during the speaking
reformulation, using fingers, visual reminders, activities.
recording, explicit correction)?
7. Are the learners actively engaged in the + They liked the
activities? activities connecting
with reading tasks

 8. Does the teacher cater for learners with + no examples

different learning styles?
9. Does the teacher use different attention getting + no examples
signals effectively?
10. Does the teacher use visual and auditory aids? + song posters
11. Are the students engaged in hands-on + Everyone was
activities? engaged
12. Is the lesson communicative in character? + Group work

Observation Summary

What have you learnt from this observation?

During my observation I noticed how it is important to give feedback to the students and
correct their mistakes after their speaking, not while.Providing feedback means giving
students an explanation of what they are doing correctly and incorrectly, with the focus of
the feedback on what the students is doing right. It is most productive to a student's
learning when they are provided with an explanation as to what is accurate and inaccurate
about their work.Feedback can improve a student's confidence, self-awareness and
enthusiasm for learning. Providing students engage with feedback, it should enhance
learning and improve assessment performance.

Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching
English

Task Thirty

Task 1: Observe at least 3 lessons focusing on the use of learning technologies. Note down
your observations in the table.

Task focus: Use of learning technologies

Learning technology used (✓) Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
Video + Provide song which help to learn vocabulary
Audio -
PowerPoint presentation + Present vocabulary
Interactive whiteboard + Games
Mobile applications -
Web site -
Email -
Text messages -
Social networks -

 Blogs + provide auditory support

Images + illustrate and provide visual support

The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support
4. provoke speaking or writing
5. share learning experience
6. ask and answer questions
7. search for information
8. network
9. save time
10. access target culture

Task 2: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?
The aim was clear, if some of the students have questions the teacher answer and explain the
rules again.
2. Was there any preparatory activity? What kind? How necessary and effective was it?
The teacher explained the task and gave instructions.

3. Was there any follow-up? What kind? How necessary and effective was it?
No example pf follow-up activity

4. How effective was the use of the learning technology in general? How did it support the
students’ learning?

Technology provides students with easy-to-access information, accelerated learning, and fun
opportunities to practice what they learn. It enables students to explore new subjects and
deepen their understanding of di cult concepts, particularly in STEM.

26.11.2021

Module 5 Special Dimensions

Unit 5.2 Teaching Young Learners

Task Twenty-NIne

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 Task: Observe a lesson, focusing on classroom management, activities and materials the
teacher uses. Complete the grid below. Add comments where necessary.

Focus: Teaching young learners.

No Question Comments

No
Yes

To some
extent
1. Are the materials appropriate to the age + Appropriate material
group? for this age
2. Are the teacher’s instructions comprehensible + good explanation of
to the learners? materials using a lot of
visual aids.
3. Does the teacher use L1 appropriately? + Teacher use L1 to
explain the rules of the
game
4. Are contemporary approaches and methods + There was a game
for teaching English to young learners used at and students
the lesson? (TPR, games, drama, supposed to tell the
visualisation, songs, chants and rhymes, story one by one.
storytelling)
5. Does the teacher use various modes of + Different models of
interaction? (pair work, group work) interaction
6. Does the teacher provide effective feedback by + Feedback provided by
using various error correction techniques teacher during the
(mouthing, gestures, recasting/echoing, storytelling activity
reformulation, using fingers, visual reminders,
recording, explicit correction)?
7. Are the learners actively engaged in the + They liked the
activities? activities connecting
with srorytelling.
8. Does the teacher cater for learners with + no examples
different learning styles?
9. Does the teacher use different attention getting + no examples
signals effectively?
10. Does the teacher use visual and auditory aids? + Pictures for
storytelling
11. Are the students engaged in hands-on + Everyone was
activities? engaged
12. Is the lesson communicative in character? + Group work and pair
work.

Observation Summary

What have you learnt from this observation?

 During mu observation I noticed that visual aids help teachers establish, explain, connect, and
associate ideas and concepts to make the process of learning more interesting, enjoyable, and
e ective. Some of the bene ts visual aids provide for teaching and learning include: Helping
inspire students to study more e ectively.Increase the student's interest in the subject matter.
When the student gets to learn in a way that they like and understand, they will pay closer
attention and the results will be more obvious

Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching
English

Task Thirty

Task 1: Observe at least 3 lessons focusing on the use of learning technologies. Note down
your observations in the table.

Task focus: Use of learning technologies

Learning technology used (✓) Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
Video -
Audio -
PowerPoint presentation + Present a story
Interactive whiteboard + Games
Mobile applications -
Web site + Wordwall, Kahoot, Wordwall and Bamboozle are a web
sites that was used a lot during the lessons.
Email -
Text messages -
Social networks -
Blogs -
Images + illustrate and provide visual support that help students to
perceive information easily

The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support
4. provoke speaking or writing
5. share learning experience
6. ask and answer questions

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 7. search for information

8. network
9. save time
10. access target culture

Task 2: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?
The aim was clear, if some of the students have questions the teacher answer and explain the
rules again.
2. Was there any preparatory activity? What kind? How necessary and effective was it?
The teacher explained the task and gave instructions.

3. Was there any follow-up? What kind? How necessary and effective was it?
The teacher helped students to remind the words that were presented previous lesson.

4. How effective was the use of the learning technology in general? How did it support the
students’ learning?

Technology helped students to perceive information more easily and in more creative way,
cause teacher use a lit of web sites, such as Kahoot, Wordwall and Bamboozle

03.12.2021

Module 5 Special Dimensions

Unit 5.2 Teaching Young Learners

Task Twenty-NIne

Task: Observe a lesson, focusing on classroom management, activities and materials the
teacher uses. Complete the grid below. Add comments where necessary.

Focus: Teaching young learners.

No Question Comments
No
Yes

To some
extent

1. Are the materials appropriate to the age + Appropriate material

group? for this age
2. Are the teacher’s instructions comprehensible + good explanation of
to the learners? materials using a lot of
visual and audio aids.

 3. Does the teacher use L1 appropriately? + Teacher use L1 to

explain the aim of the
tasks and to translate
some unknown words.
4. Are contemporary approaches and methods + No example
for teaching English to young learners used at
the lesson? (TPR, games, drama,
visualisation, songs, chants and rhymes,
storytelling)
5. Does the teacher use various modes of + Group work only
interaction? (pair work, group work)
6. Does the teacher provide effective feedback by + Feedback provided by
using various error correction techniques teacher during the
(mouthing, gestures, recasting/echoing, writing and reading
reformulation, using fingers, visual reminders, activities
recording, explicit correction)?
7. Are the learners actively engaged in the + Not all were engaged
activities? because of the group
work, not all
participants took part
in discussion.
8. Does the teacher cater for learners with + no examples
different learning styles?
9. Does the teacher use different attention getting + no examples
signals effectively?
10. Does the teacher use visual and auditory aids? + No examples
11. Are the students engaged in hands-on + Everyone was
activities? engaged
12. Is the lesson communicative in character? + Group work were
presented.

Observation Summary

What have you learnt from this observation?

During observation I noticed why group work is is important.Group work creates more
opportunities for critical thinking and can promote student learning and achievement.
Student group work enhances communication and other professional development skills. All
of these skills are critical to successful teamwork both in the classroom and the workplace.

Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching
English

Task Thirty

Task 1: Observe at least 3 lessons focusing on the use of learning technologies. Note down
your observations in the table.

 Task focus: Use of learning technologies

Learning technology used (✓) Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
Video + Present a vocabulary for the lessons
Audio + To listen to correct pronunciation of the words
PowerPoint presentation + Present a vocabulary
Interactive whiteboard + To do some tasks related to the vocabulary
Mobile applications -
Web site + Wordwall, Kahoot, Wordwall and Bamboozle are a web
sites that was used a lot during the lessons.
Email -
Text messages -
Social networks -
Blogs -
Images + illustrate and provide visual support that help students to
perceive information easily, especially images of new
words

The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support
4. provoke speaking or writing
5. share learning experience
6. ask and answer questions
7. search for information
8. network
9. save time
10. access target culture

Task 2: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?
The aim was clear, if some of the students have questions the teacher answer and explain the
rules again.
2. Was there any preparatory activity? What kind? How necessary and effective was it?
The teacher explained the task and gave instructions to all th tasks that connected with using
technology.

 3. Was there any follow-up? What kind? How necessary and effective was it?
No example

4. How effective was the use of the learning technology in general? How did it support the
students’ learning?

Technology helped students to perceive information more easily and in more creative way,
especially if we talk about presenting new vocabulary.

10.12.2021

Module 5 Special Dimensions

Unit 5.2 Teaching Young Learners

Task Twenty-NIne

Task: Observe a lesson, focusing on classroom management, activities and materials the
teacher uses. Complete the grid below. Add comments where necessary.

Focus: Teaching young learners.

No Question Comments
No
Yes

To some
extent

1. Are the materials appropriate to the age + Appropriate material

group? for this age
2. Are the teacher’s instructions comprehensible + good explanation of
to the learners? materials using a lot of
visual and audio aids.
3. Does the teacher use L1 appropriately? + Teacher use L1 to
translate some
unknown words.
4. Are contemporary approaches and methods + The children were
for teaching English to young learners used at supposed to act some
the lesson? (TPR, games, drama, dialogues
visualisation, songs, chants and rhymes,
storytelling)
5. Does the teacher use various modes of + Pair work while acting
interaction? (pair work, group work) out a dialogue
6. Does the teacher provide effective feedback by + Feedback provided by
using various error correction techniques teacher during the
(mouthing, gestures, recasting/echoing, speaking activity
reformulation, using fingers, visual reminders,
recording, explicit correction)?

 7. Are the learners actively engaged in the + Only those who were
activities? participated in acting
out a dilogue were
fully engaged
8. Does the teacher cater for learners with + no examples
different learning styles?
9. Does the teacher use different attention getting + no examples
signals effectively?
10. Does the teacher use visual and auditory aids? + No examples
11. Are the students engaged in hands-on + Teacher tried to attract
activities? all of the students
12. Is the lesson communicative in character? + Pair work were
presented.

Observation Summary

What have you learnt from this observation?

During this observation I noticed is that one of the main motivations to encourage pair work
in the English language classroom is to increase the opportunities for learners to use English
in the class. The learners are answering comprehension questions in pairs after reading a
text or dialogue.Pair-work activities are students-centered rather than teacher centered.
Once an activity has been explained (and perhaps demonstrated), the students work
independently of the teacher and at their own pace. This means the students really have an
opportunity to see how well they can communicate in English.

Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching
English

Task Thirty

Task 1: Observe at least 3 lessons focusing on the use of learning technologies. Note down
your observations in the table.

Task focus: Use of learning technologies

Learning technology used (✓)
Video
Audio
PowerPoint presentation
Interactive whiteboard
Mobile applications
Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
-
+ To listen to correct pronunciation of the words and
listening to the dialogue
+ Present a vocabulary.
+ To do some tasks related to the vocabulary of the lesson.
-

 Web site + Wordwall, Kahoot, Wordwall and Bamboozle are a web

sites that was used a lot during the lessons.
Email -
Text messages -
Social networks -
Blogs -
Images + illustrate and provide visual support that help students to
perceive information easily, especially images of new
words

The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support
4. provoke speaking or writing
5. share learning experience
6. ask and answer questions
7. search for information
8. network
9. save time
10. access target culture

Task 2: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?
The aim was clear, if some of the students have questions the teacher answer and explain the
rules again.
2. Was there any preparatory activity? What kind? How necessary and effective was it?
Preperatrory activity was choosing the best option for the picture the teacher used interactive
board for that task
3. Was there any follow-up? What kind? How necessary and effective was it?
No example

4. How effective was the use of the learning technology in general? How did it support the
students’ learning?

Technology helped students to perceive information more easily and in more creative way,
especially if we talk about presenting new vocabulary and listening to the new texts or
dialogues.

 17.09.2021
Module 5 Special Dimensions
Unit 5.2 Teaching Young Learners

Task Twenty-NIne

Task: Observe a lesson, focusing on classroom management, activities and materials the
teacher uses. Complete the grid below. Add comments where necessary.

Focus: Teaching young learners.

No Question Comments

No
Yes

To some
extent
1. Are the materials appropriate to the age + Correct material for
group? this age
2. Are the teacher’s instructions comprehensible + Good explanation
to the learners?
3. Does the teacher use L1 appropriately? + When
misunderstandings
occur
4. Are contemporary approaches and methods + There was a warming
for teaching English to young learners used at up song at the
the lesson? (TPR, games, drama, beginning of the
visualisation, songs, chants and rhymes, lesson and the video.
storytelling)
5. Does the teacher use various modes of + Different modes of
interaction? (pair work, group work) interaction
6. Does the teacher provide effective feedback by + Many gestures and
using various error correction techniques feedback, especially
(mouthing, gestures, recasting/echoing, while writing tasks
reformulation, using fingers, visual reminders,
recording, explicit correction)?
7. Are the learners actively engaged in the + Students liked all the
activities? activities
8. Does the teacher cater for learners with + Different activities:
different learning styles? kinesthetic, visual and
auditory
9. Does the teacher use different attention getting + A lot of energy from
signals effectively? students, behavioral
rules for this
10. Does the teacher use visual and auditory aids? + song and video
11. Are the students engaged in hands-on + All of students were
activities? engaged,
12. Is the lesson communicative in character? + Group works

 Observation Summary

What have you learnt from this observation?

During my observation I noticed how it is important to have warming up activities in lessons.A

warm-up activity helps them ease into the classroom and the expectation of learning in a low-
key way that isn't stressful.Playing games in the classroom increases overall motivation. By
playing games, students become more motivated to learn, pay attention and participate in set
tasks. Games help students to become a part of a team as well as take responsibility for their
own learning. They can also be a great classroom management tool, helping to motivate a
class.They can also be a great classroom management tool, helping to motivate a
class.Students can become very competitive in the classroom, especially boys. Games are a
great way to control the competitiveness between peers.By using games in the classroom,
students can compete against each other whilst playing a game, then support each other
during other learning activities.

Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching
English

Task Thirty

Task 1: Observe at least 3 lessons focusing on the use of learning technologies. Note down
your observations in the table.

Task focus: Use of learning technologies

Learning technology used (✓) Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
Video + visual support
Audio + For listening task
PowerPoint presentation + discussions
Interactive whiteboard - There is no such equipment
Mobile applications - not for their age
Web site - not for their age
Email - not appropriate for their age
Text messages not appropriate for their age
Social networks + Search new information
Blogs - not appropriate for their age
Images + provide visual support
Other (specify below) + Song posters for better remembering
Posters

 The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support
4. provoke speaking or writing
5. share learning experience
6. ask and answer questions
7. search for information
8. network
9. save time
10. access target culture

Task 2: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?
Younger learners are growing up with technology, and it is a natural and integrated part of
their lives. For these learners the use of technology is a way to bring the outside world into the
classroom. The purpose of the activity with learning technologies was clear.

2. Was there any preparatory activity? What kind? How necessary and effective was it?
During the lesson there were any preparatory activity.

3. Was there any follow-up? What kind? How necessary and effective was it?
There was a task to retell the story. A simple follow-up activity for any reading passage is
having your students retell the story.

4. How effective was the use of the learning technology in general? How did it support the
students’ learning?
The use of technology to support young was valuable.It is considerable and works on a
variety of levels to support both teaching and learning. Teacher used a motivational aspect
of ICT.Learners felt that here is something that they can do, and often as well as, if not
better than, their peers.

10.09.2021

Module 5 Special Dimensions

Unit 5.2 Teaching Young Learners

 Task Twenty-NIne

Task: Observe a lesson, focusing on classroom management, activities and materials the
teacher uses. Complete the grid below. Add comments where necessary.

Focus: Teaching young learners.

No Question Comments

No
Yes

To some
extent
1. Are the materials appropriate to the age + All materials were
group? appropriate
2. Are the teacher’s instructions comprehensible +
to the learners?
3. Does the teacher use L1 appropriately? + Only for translation of
the unknown words
4. Are contemporary approaches and methods + Only at the beginning
for teaching English to young learners used at of the lesson, as
the lesson? (TPR, games, drama, warming activity
visualisation, songs, chants and rhymes,
storytelling)
5. Does the teacher use various modes of + pair and group work
interaction? (pair work, group work)
6. Does the teacher provide effective feedback by + The teacher provided
using various error correction techniques feedback according to
(mouthing, gestures, recasting/echoing, the homework and
reformulation, using fingers, visual reminders, speaking activity.
recording, explicit correction)?
7. Are the learners actively engaged in the + They need less wiring
activities? activities
8. Does the teacher cater for learners with + More for visual
different learning styles? learning style
9. Does the teacher use different attention getting + Gestures and silence
signals effectively?
10. Does the teacher use visual and auditory aids? + No example
11. Are the students engaged in hands-on + All of them were
activities? engaged on di erent
acvities
12. Is the lesson communicative in character? + There was an
explanation and
communication

Observation Summary

What have you learnt from this observation?

From this observation I have learned that young learners naturally acquire oral language by
listening, imitating and repeating — they learn by doing. It is important to concentrate on

ff

 listening, enlarging vocabulary and speaking practice (starting with single words, then short
phrases and, finally, use “backward chaining” to help children to remember longer strings of
words). We should use songs and chants with the repetition of vocabulary and phrases and do
not burden children with reading and writing, they are still learning to write and read in their
own language.
They enjoy imitating and skilful in listening accurately and mimicking what they have heard, so
the teacher used a lot of chants, songs, stories etc.
Also, young learners learn best when they learn through games. We should let games be an
essential part of your teaching. Children like playing games, but they also like winning and
become really angry if they lose. It can be stressful and overwhelm them.
It is important to avoid abstract concepts and use real items (realia, puppets, toys, flashcards)
that children understand and relate to.

Unit 5.5: Information and Communication Technology (ICT) in Learning and Teaching
English

Task Thirty

Task 1: Observe at least 3 lessons focusing on the use of learning technologies. Note down
your observations in the table.

Task focus: Use of learning technologies

Learning technology used (✓) Purpose of use (select a purpose from the list below or
specify other purposes). More than one purpose is
possible.
Video + Present a vocabulary for the lessons
Audio + To listen to correct pronunciation of the words
PowerPoint presentation + Present a vocabulary
Interactive whiteboard + To do some tasks related to the vocabulary
Mobile applications -
Web site + Wordwall, Kahoot, Wordwall and Bamboozle are a web
sites that was used a lot during the lessons.
Email -
Text messages -
Social networks -
Blogs -
Images + illustrate and provide visual support that help students to
perceive information easily, especially images of new
words

The learning technology was used to:

1. illustrate
2. provide visual support
3. provide auditory support

 4. provoke speaking or writing

5. share learning experience
6. ask and answer questions
7. search for information
8. network
9. save time
10. access target culture

Task 2: Then, analyse the use of learning technologies by answering questions.

1. To what extent was the purpose of the activity with learning technologies clear?
The aim was clear, if some of the students have questions the teacher answer and explain the
rules again.
2. Was there any preparatory activity? What kind? How necessary and effective was it?
The teacher explained the task and gave instructions to all th tasks that connected with using
technology.
3. Was there any follow-up? What kind? How necessary and effective was it?
No example

4. How effective was the use of the learning technology in general? How did it support the
students’ learning?

Technology helped students to perceive information more easily and in more creative way,
especially if we talk about presenting new vocabulary.